Parental Involvement in Learning Process Essay Example

benefits not immediately apparent. Various research studies emphasize the positive effect of parental involvement on children's abilities (Adult Literacy & Basic skills unit, 1993). However, despite this evidence, many schools still struggle with defining and measuring what constitutes effective parental involvement (Maclean & Bryant & Bradley, 1987).

A recent report indicates that many schools in America believe their efforts are falling short of required standards. Approximately 20 percent of new teachers and around a fourth of school management heads express the belief that their interactions with parents significantly contribute to their daily stress levels. Multiple definitions exist for successful parental involvement in enhancing children's literacy skills, which is defined as active and continuous participation by a primary caregiver or parent in their child's education. Parents can display involvement at home by assisting with reading, homework, and discussing school events. Additionally, they can attend school events and offer volunteer services in their child's classrooms. Schools aiming to improve students' comprehensive reading abilities often engage parents by maintaining regular communication and including them in educational initiatives.

According to research conducted by Farooq et al (2011), schools often fail to involve parents in the learning process because they lack belief in their capabilities. However, studies conducted by Smith et al (2011) have shown that this perception is often unfounded. The research indicates that teachers mistakenly believe that families distance themselves from involvement when, in reality, they simply do not know how to participate in these initiatives. On the other hand, parents may be hesitant to engage due to limited time or feeling insecure about their English fluency, as suggested by Cheung & Pomerantz (2012). Nevertheless, scholars such as Koop &

Vaughn (1982) identify the disconnection between parents and teachers as the primary challenge. Parents feel that teachers have not adequately welcomed them into the learning process, which makes it difficult for them to actively participate.

The main reason why parents do not feel welcomed in educational programs is due to their own unsatisfactory learning experiences (Koop ; Vaughn, 1982). Research indicates that these parents are hesitant to participate because they perceive that their involvement will not ensure their children's success and will not have a positive impact (Hernandez, 2012). However, both parents and schools aspire for better relationships to benefit students (Anning & Edwards, 1999). According to a recent survey by Public Agenda, 65 percent of teachers believe that student performance would improve if parents were involved in the learning process (Sheldon, 2016).

According to Sheldon (2016), 72 percent of teachers believe that students who have uninvolved parents are more likely to perform poorly in end-of-year exams. The involvement of parents in the learning process is a topic of discussion among educators (Baker & Scher & Kirsten, 1997). To build positive relationships with parents, schools should go beyond mandating meetings or classroom volunteering (Baker & Scher & Kirsten, 1997).

The importance of parents signing off on their children's report cards should be emphasized (Baker ; Scher ; Kirsten, 1997). Teachers and schools see the success of students as a joint effort with parents (Baker ; Scher ; Kirsten, 1997). They view parents or primary caregivers as partners in their education and suggest ways to improve their relationship. Both parents and teachers should work on improving communication for the benefit of students (Cairney, 2000). Effective communication is a two-way

process that helps build strong relationships (Cairney, 2000). While schools have found efficient ways to share important information, not enough has been done to incorporate parent feedback in the learning process. This can be seen in school websites, term newsletters, and press releases (Jacobson, 2011).

According to Jacobson (2011), research indicates that enhancing communication can be achieved through the utilization of technology, such as interactive phone systems and email messages. An illustrative case in point is a Virginia high school that introduced an interactive voicemail service, leading to a significant increase in parental attendance at freshman orientation events. Jacobson (2011) further reveals that the implementation of parent link technology facilitated parents to receive updates from teachers regarding their children's academic progress in the classroom.

Furthermore, parents were able to check their children's attendance records and grades. Research indicates that schools assess parental involvement by observing their actions (Hornby ; Lataele, 2011). For example, instead of holding a meeting and workshop at the school, a school might opt for a more accessible location for multiple families. However, it is important to consider the school's demographics before implementing this strategy. If most families in the school do not have internet access, using emails for communication will be ineffective.

According to Vincent (2013), schools can effectively communicate with parents and primary caregivers by using strategies that best convey information, regardless of language barriers. It is crucial to have strategies in place that allow for feedback. On the other hand, Manning & Bucher (2012) found that parents often feel uncomfortable with school authorities, which can hinder their involvement. This discomfort is often caused by a lack of knowledge on how to get

involved.

Schools that are dedicated to fostering strong relationships with parents take an active role in supporting parents' development of involvement skills (Manning ; Bucher 2012). Research has shown the numerous benefits of parental involvement, such as significant enhancements in children's reading and language skills from preschool through high school (Manning & Bucher 2012). Furthermore, parental involvement consistently yields positive effects on students' learning abilities (Vincent, 2013). To aid parents in improving their children's abilities, many schools now offer workshops and other learning opportunities (LaRocque & Kleiman & Darling, 2011). For example, the Clara E. Westropp School in Ohio holds monthly family reading nights (Sheldon, 2016).

Parents were required to accompany their children to elementary school, where they would read with them and speak to teachers about learning strategies. Research studies have also recognized traditional strategies as valuable tools for presenting learning and teaching opportunities (Barber, 2000).
One major step is sending home a daily work report, but another step towards effective communication about the learning process is giving parents specific information on what to evaluate in their child's work (Vincent, 2013). The National Network of Partnership Schools (Teynes, 2012) has designed an initiative called Teachers Involve Parents in Schoolwork (TIPS), which aims to establish a strong relationship between teachers, parents, and students (Teynes, 2012). This initiative employs a creative approach to homework.

According to Teynes (2012), the objectives of TIPS include promoting regular communication between parents and children about school work, exchanging ideas, observing parent-child interactions, conducting interviews, and fostering relationships between students and their families. The program also aims to incorporate assignments that are relevant to real-life experiences and establish channels for frequent communication about homework, progress,

and challenges. Research by Wilson et al (2012) has shown that high school assignments involving parent-student interaction contribute to higher levels of reading success. However, a recent report by Sheldon (2016) indicates that many teachers feel ill-prepared to engage parents in the learning process. In response, teachers in California have been receiving ongoing training on effective participation in their students' homes. The initial teacher visits are intended to build trust, while subsequent visits provide an opportunity for both teachers and parents to discuss how students can benefit from active parental involvement in their daily learning (Davies, 2011).

Schools that incorporate these educational practices have seen significant decreases in disciplinary problems and improvements in attendance, along with encouraging levels of achievement (Davies, 2011). Schools that successfully integrate parental engagement into their educational efforts often address a specific need within their community or school environment (Mittler, 2012). Furthermore, it is vital for schools to be flexible and focused when enhancing children's abilities. For instance, a tactic that proves successful for one school may not produce identical outcomes for another school.

Sacajawea Elementary School and High Point Elementary School have both implemented programs to involve parents in the learning process (Mittler, 2012). Sacajawea Elementary has a parent mentorship program where they contact parents to provide updates on their children's school activities. Meanwhile, High Point Elementary offers rewards, such as educational materials, to parents who volunteer (Mittler, 2012). These initiatives are more than just additional features; they demonstrate the recognition of both schools regarding the importance of parental involvement (Mittler, 2012).

Instead of being separate from the school's mission and goals, quality programs are typically developed with input from parents, reflecting their

interests and needs (Mittler, 2012). It is important for children to receive care and opportunities that encourage effective communication and demonstrate genuine teacher interest in involving parents in the learning process. Future research should focus on parents' attitudes towards their children's learning process. Currently, no research study has established a connection between a student's ability and a parent's willingness to read and learn, especially as students get older (Mittler, 2012). Although difficult to measure, existing attitudes towards reading and learning have a significant impact.

Schools should focus on creating inclusion initiatives for parents with low literacy skills and low socio-economic status, as it may be difficult to encourage their participation in programs. It is important to find successful approaches to involve parents from a stable socio-economic status. Research scholars should investigate whether information communication technology can effectively integrate parents into learning initiatives (Wilson et al, 2012).

To sum up, the involvement of parents in their children's education is highly beneficial, as it enhances both their reading and language skills, as well as their overall academic performance. Additionally, schools can greatly benefit from including parents in educational initiatives. However, for these relationships to thrive, they will require support from both teachers and parents. While achieving success may not be easy, the rewards are too enticing for schools to overlook these programs.

When schools involve parents in ways that seek to improve learning, students tend to benefit greatly. Building partnerships with family members, responding to parents' concerns, honoring their efforts, and sharing ideas can help schools and parents sustain their relationships focused on improving students' learning abilities. It is crucial for both schools and parents to actively participate towards a

common goal of facilitating the development of students' learning capabilities. By doing so, the educational sector can produce focused and result-producing students.

References

• Adult Literacy and Basic Skills Unit. (1993) Parents and their children: the Intergenerational effect of poor basic skills, London: Adult Literacy and Basic Skills Unit.
• Anning, A. and Edwards, A. (1999) Promoting Children's Learning from Birth to Five, Open University Press.
• Baker, Linda, Scher, Deborah, and Kirsten Mackler. (1997) ‘Home and family influences on motivations for reading,’ Educational Psychologist, vol. 32, no.2, pp.

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F. (2013). Family-school links: How do they impact educational outcomes?. Routledge.

(2013). Parents and teachers: Power and participation. Routledge.

(2012). The reason for parents' involvement in enhancing children's achievement is explained by the role of parent-oriented motivation (Journal of Educational Psychology, 104(3), 820).

555 North Morton Street, Bloomington, IN 47404.

S., Chaudhry, A. H., Shafiq, M., ; Berhanu, G. (2011).

Factors affecting students’ quality of academic performance at secondary school level is discussed in the article "Journal of quality and technology management" (7(2), 1-14).
The study by Hernandez, D. J. (2011) titled "Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation" is related to this topic.

Casey Foundation.

Leadership effects on student achievement and sustained school success. International Journal of Educational Management, 25(1), 33-44.

(1982) 'Sustained attention during exploratory manipulation as a predictor of cognitive competence in preterm infants,' Child Development, vol. 53, pp. 174-182.

Bradley (1987) conducted a study on the impact of rhymes and nursery rhymes on early childhood reading skills. The study was published in Merrill-Palmer Quarterly, volume 33, issue 3, pages 255-281.

Teaching in the middle school. Boston, MA: Pearson.
A study by LaRocque, M., Kleiman, I., & Darling, S. M. (2011) titled "Parental involvement: The missing link in school achievement" from the journal Preventing School Failure (volume 55, issue 3, pages 115-122) highlights the importance of parental involvement in student success. Another resource to consider is Mittler, P.

The text includes a citation for a book titled "Working towards

inclusive education: Social contexts" by an author named 2012. It also includes a citation for an article titled "Early cognitive development and parental education" by authors named Roberts, Elizabeth, Bornstein, Marc H., Slater, Alan M., and Barrett, Jacqueline which was published in 1999. Additionally, the text mentions an author named Sheldon.

B. (2016). In the book titled 'Family-School Partnerships in Context', the author discusses a district leadership approach to school, family, and community partnerships. This approach goes beyond monitoring and emphasizes the importance of collaboration.

Springer International Publishing.

; Gillberg, C. (2012). A PRISMA systematic review and meta-analysis of Triple P in BMC medicine, found out how evidence-based an 'evidence-based parenting program' really is (10(1), 1).